What type of data collect school principals? Consequences for educational development plans
DOI:
https://doi.org/10.22235/pe.v11i2.1639Keywords:
Educational Leadership, Decision-making, DataAbstract
The purpose of this research is to analyze the collection of data by principals and how this information influences the design of educational improvement plans. Through a quantitative exploratory-descriptive study, a self-assessment survey of data collection was translated and validated and applied to a group of 24 principals. The results show that principals preferentially collect data on student behaviour, school-family relations and teachers' teaching practices. It is concluded that the principals have limited data on the pedagogical nucleus, which prevents the improvement plans from achieving changes or improvements in the classroom.
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References
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Schildkamp, K., y Kuiper, W. (2010). Data-informed curriculum reform: Which data, what purposes, and promoting and hindering factors. Teaching and teacher education, 26(3), 482-496.
Seyal, A. H. (2015). Examining the role of transformational leadership in technology adoption: Evidence from Bruneian technical & vocational establishments (TVE). Journal of Education and Practice, 6(8), 32-43.
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Shen, J., y Cooley, V. (2008). Critical issues in using data for decision-making. International Journal of Leadership in Education, 11, 319-329.
Shen, J., Cooley, V. E., Ma, X., Reeves, P. L., Burt, W. L., Rainey, J. M., y Yuan, W. (2012). Data-informed decision making on high-impact strategies: Developing and validating an instrument for principals. The Journal of Experimental Education, 80(1), 1-25.
Swaffield, S., y Macbeath, J. (abril de 2009). Researching leadership for learning across international and methodological boundaries. Paper presented at annual meeting of the AERA, San Diego, CA.
Argyris, C., y Shön, D. A. (1978). Organizational Learning: A theory of action perspective. Reading, MA: Addison Wesley.
Bernhardt, V. (2003). Using data to improve student learning in elementary schools. Nueva York, NY: Eye Education.
Bolívar, A. (2012). Políticas actuales de mejora y liderazgo educativo. Madrid, España: Ediciones Aljibe.
Canto-Mayo, I. (2004). Planes de mejora en los centros educativos. Málaga, España: Ediciones Aljibe.
Cooley, V. E., Shen, J., Miller, D., Winograd, P. N., Rainey, J. M., Yuan, W., y Ryan, L. (2006). Increasing leaders’ capacity in data-based decision-making: State-level initiatives in Ohio, New Mexico, and Michigan. Educational Horizons, 85, 57-64.
Datnow, A., y Hubbard, L. (2016). Teacher capacity for and beliefs about data-driven decision making: A literature review of international research. Journal of Educational Change, 17(1), 7-28.
Drucker, P. F. (2002). La gerencia en la sociedad futura. Bogotá, Colombia: Editorial Norma.
Elmore, R. (2010). Mejorando la escuela desde la sala de clases. Santiago, Chile: Fundación Chile.
Fernández-Huerta, J. (1959). Medidas sencillas de lecturabilidad. Consigna, 214, 29-32.
Fullan, M. (2007). The new meaning of educational change. Nueva York, NY: Routledge.
Fullan, M. (2009). Leadership development the larger context. Educational leadership, 67(2), 45-49.
Hargreaves, A., y Fink, D. (2006). Sustainable Leadership. San Francisco, CA: Jossey-Bass Education Series.
Harris, A. (2009). Distributed Leadership, Different Perspectives. Londres, Inglaterra: Springer.
Harris, A., y Chapman, C. (2004). Improving schools in difficult contexts: Towards a differentiated approach. British Journal of Educational Studies, 52(4), 417-431.
Heifetz, R. (1994). Leadership without easy answers. Boston, MA: Harvard University Press.
Honig, M. I., y Coburn, C. (2008). Evidence-based decision making in school district central offices: Toward a policy and research agenda. Educational Policy, 22(4), 578-608.
Knapp, M. S., Swinnerton, J. A., Copland, M. A., y Monpas-Huber, J. (2006). Data-informed leadership in education. Seattle, WA: Center for the Study of Teaching and Policy, University of Washington.
Leithwood, K., y Riehl, C. (2005). What do we already know about educational leadership?. En W. Firestone y C. Riehl (Eds.), A New Agenda for Research in Educational Leadership (pp. 12-27). Nueva York, NY: Teachers College Press.
Leithwood, K., Harris, A., y Hopkins, D. (2008). Seven strong claims about successful school leadership. School leadership and management, 28(1), 27-42.
Lynch, D., Smith, R., Provost, S. y Madden, J. (2016). Improving teaching capacity to increase student achievement: the key role of data interpretation by school leaders. Journal of Educational Administration, 54(5), 575-592.
Marsh, J. A., y Farrell, C. C. (2015). How leaders can support teachers with data-driven decision making: A framework for understanding capacity building. Educational Management Administration & Leadership, 43(2), 269-289.
Marzano, R. J., Waters, T., y McNulty, B. A. (2003). What works in schools. Alexandria, VA: Association of Supervision and Curriculum Development.
Ministerio de Educación de Chile. (2018). Orientaciones técnicas para sostenedores y directivos escolares. Plan de Mejoramiento Educativo. Nuevo enfoque a 4 años. Recuperado de https://www.mineduc.cl/wp-content/uploads/sites/19/2018/02/PME-2018-Orientaciones-27-feb.pdf
Ministerio de Educación de Ecuador. (2012). Orientaciones para la elaboración de Planes de Mejora. Recuperado de https://educacion.gob.ec/wp-content/uploads/downloads/2012/08/Plan_-Mejora1.pdf
Ministerio de Educación de Perú. (2013). Manual de elaboración, costeo y presupuesto de Planes de Mejora. Proceso de Mejora de la Gestión Escolar, camino a la Acreditación. Recuperado de: http://www.fondep.gob.pe/wp-content/uploads/2014/01/Manual.pdf
Programa de las Naciones Unidas para el Desarrollo. (2009). La manera de hacer las cosas. Recuperado de http://hdr.undp.org/sites/default/files/chile-2009-sinopsis.pdf
Robinson, V., Lloyd, C., y Rowe, K. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly 44(5), 564–588.
Schildkamp, K., y Kuiper, W. (2010). Data-informed curriculum reform: Which data, what purposes, and promoting and hindering factors. Teaching and teacher education, 26(3), 482-496.
Seyal, A. H. (2015). Examining the role of transformational leadership in technology adoption: Evidence from Bruneian technical & vocational establishments (TVE). Journal of Education and Practice, 6(8), 32-43.
Shen, J., Berry, J., Cooley, V., Kirby, B., Marx, G., y Whale, D. (2007). Data-informed decision-making: A guidebook for data points and analyses in the context of Michigan School Improvement Framework. Kalamazoo, MI: Michigan Coalition of Educational Leadership.
Shen, J., y Cooley, V. (2008). Critical issues in using data for decision-making. International Journal of Leadership in Education, 11, 319-329.
Shen, J., Cooley, V. E., Ma, X., Reeves, P. L., Burt, W. L., Rainey, J. M., y Yuan, W. (2012). Data-informed decision making on high-impact strategies: Developing and validating an instrument for principals. The Journal of Experimental Education, 80(1), 1-25.
Swaffield, S., y Macbeath, J. (abril de 2009). Researching leadership for learning across international and methodological boundaries. Paper presented at annual meeting of the AERA, San Diego, CA.
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Published
2018-07-19
How to Cite
Quiroga, M., & Aravena, F. (2018). What type of data collect school principals? Consequences for educational development plans. Páginas De Educación, 11(2), 24–39. https://doi.org/10.22235/pe.v11i2.1639
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